Bem-estar e relacionamento ambiental em crianças (10-12 anos): um estudo em Cascavel-PR

• Ano de defesa: 2018
• Autor(a) principal: Rufato, Fabrício Duim
• Orientador(a): Favero, Eveline
• Banca de defesa: Favero, Eveline , Roesler, Douglas André , Ribeiro, Ivano , Szymanski, Maria Lidia Sica
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Toledo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ciências Ambientais
• Departamento: Centro de Engenharias e Ciências Exatas
• País: Brasil
• Palavras-chave em Português: Psicologia ambiental; Ciências ambientais; Bem-estar infantil; Apego ao lugar; Identidade de lugar; Ssatisfação ambiental
• Palavras-chave em Inglês: Environmental psychology; Environmental sciences; Child welfare; Attachment to place; Place identity; Environmental satisfaction
• Área do conhecimento CNPq: OUTROS
• Link de acesso: http://tede.unioeste.br/handle/tede/3735

The environmental relationship in children provides greater welfare in childhood favoring greater human development and quality of life. Thus, this dissertation aimed to analyze if the items of the Place Attachment (PAS), Place Identity (PIS) and Environmental Satisfaction (CESS) in children are predictors of Personal Welfare (PWI-SC). The study included 886 children, and 54.13% girls and 45.87% boys with a mean age of 10.66 years (SD 0.62). Two studies were carried out: first a quantitative study, where as instrument were used the scales of Attachment to Place (PAS) α = 0.78, Place Identity (PIS) α = 0.79, Child Satisfaction (CESS) α = 0.66, α = 0.62 and Personal Well-Being Index-School Children (PWI-SC) α = 0.74. Data were analyzed quantitatively through multiple linear regression (Stepwise Method) and Student's t-Test. The results indicated that the items (environmental satisfaction), I am satisfied with the cleanliness of the school; I am happy when I am in contact with nature; I am satisfied with the separation of the trash (recycling) in my house; I am happy when I spend time with animals; and the items (attachment to the place), I would be very sorry if I had to move to another neighborhood and, I like to live in my neighborhood, are able to explain 25% of personal welfare in children. The average of welfare, attachment to the place and environmental satisfaction were compared by gender, and there was a significant difference only in the connectivity factor for the environmental satisfaction scale. The boys presented higher averages in this construct, which can be explained by the fact that they play more outside the house than the girls, in activities like fishing, activities with the parents, to ride of bicycle, etc. Subsequently, in the second article, a quantitative and qualitative study was carried out. The means of personal well-being by schools were compared through the t-test and Anova, and the results indicated significant differences between schools in the items related to health, safety, relationships with people, and things they have. Finally, the children's perception of the environment in which they live and the concepts of welfare, attachment to place, place identity and environmental satisfaction were analyzed qualitatively through the focal group technique. Four groups of the sixth year, from four schools of the public network of Cascavel-PR, located in the central, intermediate and peripheral regions participated in the research. It was found that children relate the influence of attachment and place identity to well-being, as well as being aware of environmental problems and cited attitudes toward daily actions of environmental intervention. This dissertation has helped to draw attention to the importance of the environment for children, as well as the importance of considering these issues in school, family and public policy, in order to promote a better quality of life for children.